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Hutchings, P., Huber, M. T., & Ciccone, A. The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact. Jossey-Bass, 2011. ISBN: 978-0-470-59908-2. Pages: 224.
In 1990, the Carnegie Foundation published a book by Ernest Boyer redefining the priorities of the professoriate in late 20th-century America and highlighting the ‘serious intellectual work’ of college and university teaching. Twenty years later, teaching and learning are now notably and inextricably linked. And in this new publication, three prominent authors from the Carnegie Foundation for the Advancement of Teaching analyse the relationship between teaching and learning in the context of current realities and challenges confronting American higher education. Concerns about the need to improve college completion rates, and enhance how much and how well US students learn, are driving forces behind this effort. Drawing on individual and institutional examples and insights from the experiences of diverse participants of the Carnegie Academy for the Scholarship of Teaching and Learning and the Institutional Leadership Program (CASTL, 1998-2009), this book investigates the following broad areas:
The authors consider that the on-going development of the scholarship of teaching and learning is critically important at the level of both individuals and institutions. Students will gain in terms of learning outcomes, teaching staff can be intellectually stimulated and rewarded in their work, and colleges and universities may be empowered to achieve core institutional agendas.